Positive Behavior Interventions and Supports (PBIS) is a multi-level strategic intervention system that includes academic, social and behavior support for all students. Based on the school-wide rules – Be Kind, Be Safe, Be Actively Listening, Make A Difference – PBIS outlines behavior expectations in a variety of school settings.

Purpose:

The Winstead PBIS program is focused on teaching and modeling, through positive reinforcement, the following traits:

• Respect
• Responsibility
• Learning

• Arrive on time and stay all day
• Be prepared
• Be engaged and participate
• Best effort
• Take responsibility for your own actions and the effect on others
• Tell an adult about any unsafe behavior
• Participate in character education
• Model and demonstrate the focus of the theme

• Commit to having students at school
• Actively engage with their children to ensure completion of homework
• Encourage their children to give their best efforts
• Stay informed through teacher webpages, PTO newsletters, website, etc.
• Support school measures to celebrate appropriate behaviors and redirect inappropriate behaviors
• Set high expectations for behavior at home and school
• Celebrate when students follow through with the behavior expectations of the school
• Support and reinforce the social skills curriculum
• Model the social skills curriculum

• Provide engaging lessons linked to district standards
• Differentiate instruction
• Positive teacher-to-teacher, teacher-to-student and teacher-to-parent interactions
• Adhere to the daily schedule
• Use current data to drive instruction
• Be organized and prepared with lesson plans, materials, etc.
• Collaboration of staff to meet the needs of all students
• Model school wide expectations
• Specifically teach Winstead PBIS Plan
• Provide specific praise and reinforcement to students who display school-wide expectations
• Fill out discipline form on major infractions
• Foster a safe environment for all students
• Teach the social skills
• Model the social skills curriculum
• Reinforce the social skills curriculum
• Consistency and buy-in of the social skills of all staff
• Celebrate successes

Amanda Mize is our part-time counselor for grades K-2. Ms. Mize is here Monday and Thursday. If you need to get in touch with her please send her an email Amanda Mize or call 615-472-4920.

Mariah Smith is our part-time counselor for grades K-2. Ms. Smith is here on Tuesday, Wednesday, and Friday. If you need to get in touch with her, please send her an email Mariah Smith or call 615-472-4920. 

Madeline Cook is the full-time counselor for grades 3-5. If you need to get in touch with her, please send her an email Madeline Cook or call 615-472-4916. 

All of our counselors see students on an individual need basis, as well as conducting small groups. They go into each classroom at least twice a month and present lessons based on the TN counseling standards. The standards encompass the domains of Academic, Social and Emotional Development and College and Career Readiness. 

Elementary School Counselors are Needed…

• As children are developing basic patterns of behavior and attitude
• While prevention of difficulties is possible
• Before developmental or situational concerns cause deeper problems
• When a child needs an adult to listen

Have You Heard a Child Say…

• “Nobody likes me.”
• “I don’t have any friends.”
• “When I take tests I get scared.”
• “I can’t learn that.”
• “My stomach hurts.”
• “Why do I have to go to school?”

The Elementary School Counselor is trying to accomplish…

• Helping children to cope with emotional crisis
• Facilitating better peer relationships
• Encouraging students to recognize and make the best use of their abilities
• Helping children overcome learning difficulties
• Assisting parents and teachers in helping children
• Helping students understand academic, personal, social, and career goals
• Addressing minor problems before they become major

*fictional names have been used
Students

• “I’m new here and I can’t seem to make any friends.”
• “I don’t seem to be getting along with students in the classroom.”
• “I’m worried about my school work and I wonder if I’ll pass.”
• “I don’t have a problem…I just wanted to say hi.”
• “I just have to talk to someone who won’t laugh at me.”

Teachers & Administrators

• “John* just can’t sit still in the classroom.”
• “Sue* is absent a lot.”
• “Patrick* is new to the school and needs some special attention.”
• “Amanda’s* behavior has really deteriorated over the last couple of weeks.”

Parents

• “Sarah* doesn’t want to go to school in the mornings.”
• “Alan* doesn’t have any friends and spends a lot of time by himself.”
• “Jean* scores high on achievement tests but her teacher says she’s failing.”

Elementary school years set the tone for developing the knowledge, attitudes and skills necessary for children to become healthy, competent and confident learners. Through a comprehensive developmental school counseling program, counselors work as a team with the school staff, parents, and the community to create a caring climate and atmosphere. By providing education, prevention, early identification and intervention, school counselors can help all children achieve academic success.

The professional elementary school counselor holds a minimum of a master’s degree and required state certification in school counseling.

Maintaining certification includes on-going professional development to stay current with education reform and challenges facing today’s students. Professional association membership enhances the school counselor’s knowledge and effectiveness.

American School Counselor Association (ASCA), 2006-2008